Raising the Academic Authority of Clinical Experience: The Department of Internal Medicine at Keijo Imperial University and Its Periodical Imsangnaegwahak.

This paper examines the periodical Clinical Internal Medicine published by the Department of Internal Medicine at Keijo Imperial University in colonial Korea. Previous studies on medical research at Keijo Imperial University have primarily focused on preclinical departments such as anatomy, hygiene, pharmacology, and microbiology which produced knowledge that supported Japan's imperialistic expansion. This approach has overlooked the research contributions of clinical departments, often viewing the roles of preclinical and clinical departments through a dichotomy between research versus clinician training. However, Clinical Internal Medicine demonstrates that the Department of Internal Medicine at Keijo Imperial University was actively engaged in research. By analyzing the purpose and content of Clinical Internal Medicine, this paper reveals that its publication was an effort by the Department of Internal Medicine to address the demand for practical knowledge among clinicians practicing outside the university. At the same time, it reflects a commitment to enhancing the academic value of clinical experience and critiques the blind pursuit of experimental medicine in the Japanese medical community in the 1920s and 1930s. The case of the Department of Internal Medicine at Keijo Imperial University illustrates the transformation of clinical experience into "worthy" academic knowledge in colonial Korea. Based on these findings, this paper provides insights into the role of clinical departments at Keijo Imperial University in research and post-graduation education.

Seventy-five years of impactful environmental and occupational health research at the Nelson Institute of Environmental Medicine at New York University.

Founded in 1947 as the Institute of Industrial Medicine, the Nelson Institute and Department of Environmental Medicine at New York University (NYU) Grossman School of Medicine (NYUGSOM) was supported by a National Institute of Environmental Health Science (NIEHS) Center Grant for over 56 years. Nelson Institute researchers generated 75 years of impactful research in environmental and occupational health, radiation effects, toxicology, and cancer. Environmental health research is continuing at NYUGSOM in its departments of medicine and population health. The objective of this historical commentary is to highlight the major achievements of the Nelson Institute and the department in the context of its history at facilities in Sterling Forest, Tuxedo, NY and Manhattan, NY. Aspects of our discussion include leadership, physical facilities, and research in many areas, including air pollution, health effects of environmental radiation exposures, inhalation toxicology methodology, carcinogenesis by chemicals, metals, and hormones, cancer chemoprevention, human microbiome, ecotoxicology, epidemiology, biostatistics, and community health concerns. The research of the institute and department benefited from unique facilities, strong leadership focused on team-based science, and outstanding investigators, students, and staff. A major lasting contribution has been the training of hundreds of graduate students and postdoctoral fellows, many of whom have been and are training the next generation of environmental and occupational health researchers at various institutions.

Academic Responsibilities, Obligations, and Freedom: A Call for Review - In Memory of Professor Dr. Tomás Hudlický.

The advent and dominance of social media in our daily lives is not a matter of discussion, and very few minimalistic individuals have tried to decrease this technological dependency, which can become toxic and noxious for the development of an autonomous personality and free thinking. Academic faculties claim a depauperation in terms of their freedom but are also not free from duties, responsibilities, and obligations. Here, duties, responsibilities, obligations, and freedom are addressed in historical terms as the university as an institution developed over the centuries after its founding in the 11th century is currently under attack. We premonish that these concepts must still be reiterated and divulgated to students and fellows in academia. Galilei's "Eppur si muove" ("and yet it moves") are the words pronounced by the Italian mathematician, physicist, and philosopher Galileo Galilei that should resonate in censorship bodies now and in the future.

[220th anniversary of the Department of Forensic Medicine of Sechenov University]. / 220 let kafedre sudebnoi meditsiny Sechenovskogo Universiteta.

The article presents a review of scientific and educational activities of the Department of Forensic Medicine of Sechenov University in different historical periods of establishment and development. The information about founders of the domestic forensic medicine, who held the position of the head of the department in the period from 1804 to 2024, their contribution to the development of forensic medical science and the main scientific research directions is given. The modern stage of the department's existence under the leadership of Yu.I. Pigolkin is marked by new successes and scientific achievements based on continuity and preservation of the department's traditions for 220 years.

[Jing Xiao Chan Bao collected by the Waseda university library].

The current version of Jing Xiao Chan Bao is believed to be the earliest medical book on gynecology remaining in China. It has three problems: formulae missing, lack of fluency in the text, and thus difficulties in proofreading and editing. These problems are still there because there are very few versions of Jing Xiao Chan Bao left in China and so it is difficult to do further studies to make comparisons. The Waseda University Library announced that the version they held was a handwritten. It provides a new version for further research of this book. This version was believed to be compiled and edited by Japanese scholars based on Medical Prescription Analogues (Yi Fang Lei Ju) and therefore appears to be similar to the South Song Dynasty version. Using archival research, it was found that in the version at Waseda University Library, the content organisation, the number of formulas, and the use of taboo words is different from those in the current version in China. In this sense, it is believed that this version is valuable and meaningful for archival and clinical research for traditional Chinese medicine.

["Nothing about us without us": deafness in history teaching and historiography, 2015-2022]. / "Nada sobre nós, sem nós": a surdez no ensino de história e na produção historiográfica, 2015-2022.

This text presents the partial results of ongoing research into deafness in history teaching and historiography between 2015 and 2022. The study problematizes the place of disabled people in top-ranking periodicals (the top two categories in Brazil) and in pedagogical projects on degree courses in history (with and without teacher-training certification) at the University of São Paulo and the State University of Campinas. These universities were chosen because they topped the ranking in a survey conducted by Folha de S.Paulo newspaper. The study observes how the Brazilian Inclusion Law (law 13.146, of July 6, 2015) is incorporated into the initial training of these professionals.

O texto aponta resultados parciais de uma pesquisa em andamento sobre a surdez no ensino de história e na produção historiográfica entre 2015 e 2022. O trabalho problematiza o lugar da pessoa com deficiência nos periódicos A1 e A2 e nos projetos pedagógicos de cursos de graduação em história (formação de professores e pesquisadores) da Universidade de São Paulo e da Universidade Estadual de Campinas, por conta de serem indicadas como as mais bem posicionadas no ranking de uma pesquisa realizada pela Folha de S.Paulo, levando-se em conta os critérios de articulação entre a Lei Brasileira de Inclusão, lei 13.146, de 6 de julho de 2015, e a formação inicial desses profissionais.

A precursor experience of the SUS with the participation of Paulo Freire. / Uma experiência precursora do SUS com a participação de Paulo Freire.

The text is based on a round table held at the Faculty of Education (FE) of the State University of Campinas (Unicamp) as one of the activities to commemorate Paulo Freire's Centenary (2021). It aims to record part of his time at the university, from 1980 to 1991, based on the work conducted with FE and the Faculty of Medical Sciences (FCM) through training and extension activities at the Paulínia-SP School Health Center. It also describes and analyses the agendas of the country's re-democratization process, the clashes over public policies in the National Constituent Assembly, and the process of setting up an integrated and universal system of education and collective public health from a participatory perspective.

O texto desenvolve-se a partir de uma mesa redonda realizada na Faculdade de Educação (FE) da Universidade Estadual de Campinas (Unicamp), como uma das atividades de comemorações do Centenário de Paulo Freire (2021). Objetiva registrar parte da sua passagem por essa universidade, nos anos de 1980 a 1991, a partir do trabalho realizado com a FE e Faculdade de Ciências Médicas (FCM) por meio de atividades de formação e extensão no Centro de Saúde Escola de Paulínia-SP. Descreve e analisa as pautas do processo de redemocratização do país, os embates em torno das políticas públicas na Assembleia Nacional Constituinte e o processo de constituição de um sistema integrado e universal de educação e saúde pública coletiva a partir de uma perspectiva participativa.

[Dr. Valentin Grandis and Dr. Virgilio Ducceschi, two italian masters who initiated Experimental Physiology at the Faculty of Medical Sciences - Universidad Nacional De Cordoba (Argentina)] / Dr. Valentin Grandis y Dr. Virgilio Ducceschi, Dos maestros italianos iniciadores de la Fisiología experimental en la Facultad de Ciencias Médicas - UNC.

This paper examines the significant contribution of Dr. Valentín Grandis and Dr. Virgilio Ducceschi to the founding and development of experimental physiology at the Faculty of Medical Sciences of the National University of Córdoba (UNC), Argentina. Although the most notable contribution to the field of experimental physiology in Argentina is attributed to Bernardo Alberto Houssay, this study highlights the importance of the previous and fundamental efforts of Grandis and Ducceschi, two Italian professors whose work in Buenos Aires and Córdoba laid the foundations for research and teaching in this discipline. The paper details how, in 1904, the arrival of Valentin Grandis at the UNC marked the formal beginning of the teaching and practice of experimental physiology at the institution, followed by the incorporation of Virgilio Ducceschi, who continued and expanded Grandis' legacy. The work of these two Italian masters involved not only the installation of a state-of-the-art laboratory but also the establishment of a solid academic and scientific foundation that would influence future generations of Argentine physicians and researchers. Through a detailed analysis of their biographies, scientific contributions, and the impact of their work, this paper illustrates how Grandis and Ducceschi were key figures in the development of medical science in Argentina, particularly in the field of experimental physiology. Furthermore, the study highlights the importance of their educational approach and their ability to train disciples who would continue their research, thus ensuring the permanence of their legacy at the National University of Córdoba and in Argentine science in general. In conclusion, this paper vindicates and celebrates the contributions of Valentín Grandis and Virgilio Ducceschi to the initiation of research and experimentation in physiology and biological chemistry at the UNC, highlighting their importance in the advancement of medicine and science in Argentina.

Este trabajo examina el significativo aporte de los doctores Valentín Grandis y Virgilio Ducceschi a la fundación y desarrollo de la fisiología experimental en la Facultad de Ciencias Médicas de la Universidad Nacional de Córdoba (UNC), Argentina. A pesar de que la contribución más notable en el campo de la fisiología experimental en Argentina se atribuye a Bernardo Alberto Houssay, este estudio destaca la importancia de los esfuerzos previos y fundamentales de Grandis y Ducceschi, dos profesores italianos cuyo trabajo en Buenos Aires y Córdoba sentó las bases para la investigación y la enseñanza de esta disciplina.   El trabajo detalla cómo, en 1904, la llegada de Valentín Grandis a la UNC marcó el inicio formal de la enseñanza y práctica de la fisiología experimental en la institución, seguida por la incorporación de Virgilio Ducceschi, quien continuó y expandió el legado de Grandis. La labor de estos dos maestros italianos no solo involucró la instalación de un laboratorio de vanguardia sino también el establecimiento de una sólida base académica y científica que influiría en generaciones futuras de médicos e investigadores argentinos.   A través de un análisis detallado de sus biografías, contribuciones científicas, y el impacto de su trabajo, este documento ilustra cómo Grandis y Ducceschi fueron figuras clave en el desarrollo de la ciencia médica en Argentina, particularmente en el ámbito de la fisiología experimental. Además, el estudio resalta la importancia de su enfoque educativo y su capacidad para formar discípulos que continuarían sus investigaciones, asegurando así la permanencia de su legado en la Universidad Nacional de Córdoba y en la ciencia argentina en general.   En conclusión, el presente trabajo reivindica y celebra las contribuciones de Valentín Grandis y Virgilio Ducceschi al inicio de la investigación y experimentación en fisiología y química biológica en la UNC, subrayando su importancia en el avance de la medicina y la ciencia en Argentina.

[From the history of domestic dentistry: Moscow Dental School of the Privat-docent of Moscow University, MD Gilyariy Ivanovich Vilga]. / Iz istorii otechestvennoi stomatologii: Moskovskaya zubovrachebnaya shkola privat-dotsenta Moskovskogo universiteta doktora meditsiny Gilyariya Ivanovicha Vil'ga.

Based on archival data, the authors describe the Moscow School of Dentistry with dental courses for doctors, dentists, and dentists of the Moscow University, Privat-docent Dr. Gilyari Ivanovich Vilga, examine the background to its formation, provide unique archival data on the location of the school, as well as its internal organization and equipment. The authors review in detail the program of courses, as well as their duration, cost, and form of student accountability. During its existence (1909-1918), more than two thousand dentists were educated at G.I. Vilg's school, among them Alexander Ivanovich Evdokimov, a future corresponding member of the USSR Academy of Medical Sciences, director of the State Institute of Dentistry (GIZ) and the State Institute of Dentistry and Odontology (GIZO). The authors of the article also focus on analyzing the differences in the approaches to the organization of several dental schools, viz: The First Moscow I.M. Kovarsky School of Dentistry and the Second G.I. Vilga School of Dentistry. In his efforts, I.M. Kovarskij's aspirations to establish the best dental school in Russia were crowned with success: a specially constructed and equipped building meeting the state-of-the-art requirements (the building even boasted an X-ray machine), and the best professors and instructors of the University of Moscow of that time were hired. In contrast, G.I. Vilga rented premises for his school, the equipment was in short supply, and he himself was the only eminent professor. Nevertheless, his fierce desire to unite the entire dental community and organize the best dental care for the entire population of Russia allowed his brainchild to enter the top five schools of the time.

Convivial Populations: Ivan Illich and Public Health in the 21st Century.

Ivan Illich (1926-2002) was a historian, social critic, and professor at multiple universities. He came to intellectual fame through his criticisms of modern institutions, including health care, and his concern with social structures that he believed to impede human flourishing. However, Illich has not been thoroughly explored as a source of insight for public health professionals. Although he populates the medical and public health literature, discourse remains sparse about how Illich might contribute to key conversations in public health today. In this article, I explore Illich's potential contributions to modern public health through one of his seminal works, Tools for Conviviality. I frame Illich as a valuable conversational partner for public health professionals at a crucial moment in the field's history. (Am J Public Health. 2024;114(7):723-728. https://doi.org/10.2105/AJPH.2024.307675).

Research note: Virtual historical archive of the Faculty of Psychology, University of Buenos Aires, Argentina.

This article describes the organization, operation, and contents of the Virtual Historical Archive of the Faculty of Psychology, University of Buenos Aires, Argentina. The organization of this archive started in 2008, as part of the activities planned by the Chair II of History of Psychology, and gained the support of the Faculty of Psychology. From its beginnings to the present, several documentary sources and materials related to the history of psychology in Argentina have been incorporated. It currently contains six thematic sections and three special collections, and it is expected that in the future it will be extended to other thematic areas. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Enseñanza de la Anatomía Humana en la Universidad Austral de Chile: Pasado, Presente y Futuro / Teaching of Human Anatomy at the Universidad Austral de Chile: Past, Present and Future

La presente revisión narrativa trata de caracterizar como ha sido el proceso de enseñanza de la anatomía en la Universidad Austral de Chile (UACh), presentando una visión histórica desde los inicios de la Universidad a los tiempos actuales y una reflexión sobre el futuro de la Anatomía Humana. Se describen los orígenes del Instituto de Anatomía de la UACh, primeros académicos, logros institucionales, convenios interinstitucionales; además, se detallan los métodos y estrategias educativas utilizadas en la actualidad para la enseñanza anatómica y se presenta una visión panorámica del porvenir como instituto de docencia e investigación en el campo de la Anatomía humana.

SUMMARY: This narrative review tries to characterize how the anatomy teaching process has been carried out at the Universidad Austral de Chile (UACh), presenting a historical vision from the beginnings of the University to the present time and a reflection on the future of Human Anatomy. The origins of the Human Anatomy Institute at the UACh, first academics, institutional achievements, inter-institutional agreements are described; in addition, the educational methods and strategies currently used for anatomical teaching are detailed and a panoramic vision of the future as a teaching and research institute in the field of human anatomy is presented.

Scientizing the 'environment': Solly Zuckerman and the idea of the School of Environmental Sciences.

In 1960 Sir Solly Zuckerman proposed the idea of an interdisciplinary department of 'environmental sciences' (ENV) for the newly established University of East Anglia (UEA). Prior to this point, the concept of 'environmental sciences' was little known: since then, departments and degree courses have rapidly proliferated through universities and colleges around the globe. This paper draws on archival research to explore the conditions and contexts that led to the proposal of a new and interdisciplinary grouping of sciences by Zuckerman. It argues that the activities of Zuckerman and other scientists in Britain during the Second World War and in the post-war period helped to create fertile conditions for a new kind of scientific authority to emerge as a tool of governance and source of policy advice. In particular, the specific challenges of post-war Britain - as addressed through scientific advisers and civil servants - led to the 'environment' becoming both the subject of sustained scientific study and an object of concern.

Historia de la enseñanza universitaria / History of university education

El vocablo "universidad" viene del latín universitas, término que hace referencia a "totalidad" o "reunido en un todo". Históricamente fue conformado por el grupo de "los que enseñan" y el de "los que aprenden". Una de las primeras universidades fue la Universidad de Bologna donde si bien predominaban los estudios jurídicos, también se dictaban filosofía, teología, farmacia, astronomía, matemáticas y medicina. Su contrapartida fue la Universidad de París, donde se enseñaba fundamentalmente teología. En esta última institución los pontífices se reservaron la vigilancia de su actuación y enseñanza. La universidad moderna surge del modelo de Guillermo Humboldt, en el que se restablece la coexistencia de la ciencia y la investigación, que constituyen el germen de nuestra relación docencia - investigación. En las universidades de América Latina se destaca la reforma universitaria de Córdoba, uno de cuyos puntos centrales fue la autonomía universitaria, definida como la facultad de los estudiantes de dirigir la Universidad sin la intromisión de los poderes del estado, en el ámbito propio de la deliberación y la decisión libre de los alumnos y maestros, despojados de toda autoridad diferente a su capacidad docente. (AU)

The word "university" comes from the Latin universitas, a term that refers to "totality" or "united as a whole". Historically it was formed by the group of "those who teach" and "those who learn". One of the first universities was the University of Bologna where, although legal studies predominated, philosophy, theology, pharmacy, astronomy, mathematics and medicine were also taught. Its counterpart was the University of Paris, where theology was the main subject. In the latter institution, the pontiffs reserved for themselves the supervision of their actions and teaching. The modern university arises from the model of William Humboldt, in which the conjunction of science and research is reestablished, which constitute the germ of our teaching-research relationship. In Latin American universities, the university reform of Córdoba stands out, one of the central points of which was university autonomy defined as the faculty of students to direct the University, without the interference of the powers of the state, in the proper scope of deliberation and free decision of students and teachers, stripped of any other authority different from their teaching capacity. (AU)

La Universidad Católica del Maule y su aporte al desarrollo de la psicomotricidad en Chile / The Universidad Católica del Maule and its contribution to the development of psychomotricity in Chile / A Universidade Católica de Maule e sua contribuição ao desenvolvimento da psicomotricidade no Chile

El presente artículo tiene como objetivo dar a conocer los aportes que ha realizado la Universidad Católica del Maule al desarrollo de la psicomotricidad en Chile. Se utilizó una metodología de carácter documental-exploratoria y de tipo cualitativa-descriptiva, a través de la recopilación de antecedentes de carácter documental y bibliográfico. Los resultados demuestran que la Universidad Católica del Maule lideró los primeros pasos para incluir la psicomotricidad como especialización tanto a nivel de pregrado como de postgrado, dictando el primer diplomado en psicomotricidad educativa del país y con ello, titulando a la primera generación de psicomotricistas. Además, se recaba información sobre la participación de la Universidad Católica del Maule en una de las principales organizaciones de la disciplina, la Red Fortaleza de Psicomotricidad, siendo la única institución a nivel nacional en integrar dicha organización. Finalmente, el articulo permite considerar a la Universidad Católica del Maule como la primera escuela de formación de psicomotricistas del país, siendo la responsable de trazar las líneas iniciales en la formación, investigación, participación y publicación en la disciplina, aportando exponencialmente al desarrollo y a la construcción de la psicomotricidad a nivel nacional.

This article aims to publicize the contributions made by the Universidad Católica del Maule to the development of psychomotricity in Chile. A documentary-exploratory and qualitative-descriptive methodology was used through the collection of documentary and bibliographic antecedents. The results show that the Universidad Católica del Maule led the first steps to include psychomotricity as a specialization both at the undergraduate and postgraduate level, issuing the first diploma course in educational psychomotricity in the country, and with it graduating the first generation of psychomotor specialists. In addition, information is collected on the participation of the Universidad Católica del Maule in one of the principal organizations of the discipline, the Red Fortaleza de Psicomotricidad, being the only institution at the national level to integrate said organization. Finally, the article allows us to consider the Universidad Católica del Maule as the first psychomotor training school in the country, being responsible for drawing the initial lines in training, research, participation, and publication in the discipline, contributing exponentially to the development and construction of psychomotricity at the national level.

Este artigo tem como objetivo divulgar as contribuições que a Universidade Católica de Maule tem feito para o desenvolvimento da psicomotricidade no Chile. Foi utilizada uma metodologia documental-exploratória e qualitativo-descritiva, através da recolha de antecedentes documentais e bibliográficos. Os resultados mostram que a Universidad Católica del Maule deu os primeiros passos para incluir a psicomotricidade como especialização tanto na graduação quanto na pós-graduação, emitindo o primeiro curso de diploma em psicomotricidade educacional do país e com ele, formando a primeira geração de psicomotores. Além disso, são coletadas informações sobre a participação da Universidad Católica del Maule em uma das principais organizações da disciplina, a Red Fortaleza de Psicomotricidade, sendo a única instituição em nível nacional a integrar essa organização. Por fim, o artigo permite considerar a Universidad Católica del Maule como a primeira escola de formação psicomotora do país, sendo responsável por traçar as linhas iniciais na formação, pesquisa, participação e publicação na disciplina, contribuindo exponencialmente para o desenvolvimento e construção de psicomotricidade a nível nacional.

Experiência de uma capacitação virtual durante à COVID-19: Fortalecimento do ensino da história da Enfermagem / Experience of virtual training during covid-19: strengthening the teaching of nursing history / Experiencia sobre una formación virtual durante la covid-19: reforzar la enseñanza de la historia de la enfermería

Objetivo: relatar as experiências obtidas com a Capacitação Virtual em História da Enfermagem no período de distanciamento social da pandemia da COVID-19. Método: relato de experiência da construção e execução de uma Capacitação por meio de mídia virtual, desenvolvida no ano de 2020, em uma parceria entre ações extensionistas dos museus das Escolas de Enfermagem de Universidades Públicas Federais/Brasil, com apoio da Associação Brasileira de Enfermagem. As experiências foram discutidas nos campos da História da Enfermagem e da Educação. Resultados: com um total de 132 inscritos, a Capacitação foi realizada por meio de quatro transmissões ao vivo através do Instagram. A utilização de lives de acesso livre ao público possibilitou alcançar em média 358 pessoas. Os formulários elaborados e distribuídos aos inscritos subsidiaram a estruturação dos conteúdos abordados durante os encontros, a criação de metodologias ativas disponibilizadas aos participantes para apoiar o ensino de História da Enfermagem e também a avaliação final da Capacitação. Conclusão: a Capacitação permitiu contornar as dificuldades impostas pelo distanciamento social e contribuiu para dar protagonismo aos envolvidos, constituindo uma rede de apoio ao ensino de História da Enfermagem.(AU)

Objective: to report the experiences obtained in the Virtual Training in Nursing History in the period of social distancing resulting from the COVID-19 pandemic. Method: experience report on the construction and implementation of training through virtual media, carried out in the year 2020 in a partnership between extensionist actions of the museums of the Schools of Nursing of federal public universities in Brazil, with the support of the Brazilian Association of Nursing Section Minas Gerais (ABEn). In the experiences, the fields of History of Nursing and Education were discussed. Results: with a total of 132 subscribers, the Training was carried out through four live broadcasts on Instagram. The use of lives with free access to the public made it possible to reach, on average, 358 people. The forms prepared and distributed to those enrolled supported the following steps: structuring the content addressed during the meetings; the creation of active methodologies available to participants to support the teaching of History of Nursing; and the final evaluation of the Training. Conclusion: training made it possible to overcome the difficulties imposed by social distancing and contributed to giving prominence to those involved, constituting a support network in the teaching of Nursing History.(AU)

Objetivo: contar las experiencias de la Formación Virtual en Historia de la Enfermería en el período de distanciamiento social de la pandemia del COVID-19. Método: relato de cómo fue la experiencia de la creación y ejecución de una Formación a través de medios virtuales, desarrollada en el año 2020, en una alianza entre acciones extensionistas de los museos de las Escuelas de Enfermería de las Universidades Públicas Federales/Brasil, con apoyo de la Asociación Brasileña de Enfermería. Las experiencias fueron discutidas en los campos de Historia de la Enfermería y de la Educación. Resultados: con un total de 132 inscritos, la Formación se llevó a cabo mediante cuatro transmisiones en directo a través de Instagram. El uso de ''en directos" de libre acceso al público permitió llegar a una media de 358 personas. Los formularios elaborados y distribuidos a los participantes apoyaron la estructuración de los contenidos abordados durante los encuentros, la creación de metodologías activas a disposición de los participantes para apoyar la enseñanza dela Historia de la Enfermería y también la evaluación final de la Formación. Conclusión: la Formación permitió superar las dificultades impuestas por el distanciamiento social y contribuyó a dar protagonismo a los implicados, constituyendo una red de apoyo a la enseñanza de la Historia de la Enfermería.(AU)